Teaching Grammar
英语论文,Teaching Grammar
中学英语Teaching GrammarAbstract: T here are many different views about the role of grammar in language learning, the importance of grammar cannot be denied. Second language researchers, methodologists and practitioners have commented that grammatical competence is essential for communication. Key words: teaching grammar, presentation, practiceⅠ.The role of grammar in language learningThe value of grammar in foreign teaching has been a focus of debate for decades and the focus of the debate has been on (1) the role of grammar in language teaching;(2) the methods in which grammar should be presented and practised. The debate is still going on. Perhaps the answers to whether grammar should be taught and to what extent grammar should be taught depend on certain variables in the language teaching /learning context, such as learner variables and instructional variables. For example, it is believed that teaching grammar is less important for children than for adults, and it isless important in listening and reading than in writing. In most cases, grammar is still being taught, especially in formal classroom language teaching. Beside, varieties of grammar-focused approaches are still widely used in certain educational contexts. Ⅱ. Grammar presentationThere are many ways of presenting grammar in the classroom. Among them, three are most frequently used and discussed; they are the deductive method, the inductive method, and the guided discovery method. We will also take look at each of them in more detail below. Ⅱ.Ⅰ.The Deductive MethodThe deductive method relies on reasoning, analysing and comparing. First, the teacher writes an example on the board or draws attention to an example in the textbook. Then the teacher explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the student’s native language and use grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learnedstructures .Finally,the students practise applying the rule to produce sentences with given prompts.The deductive method is often criticised because: a)it teaches grammar in an isolated way; b)little attention is paid to meaning; c)practice is often mechanical. However, this method is not without merits. First, it could be very successful with selected and motivated students. Second, it could save time when students are confronted with a grammar rule which is complex but which has to be learned. Third, it may help increase student’s confidence in those examinations which are written with accuracy as the main principles of success.Ⅱ.Ⅱ. The Inductive MethodIn the inductive method, the teacher provides learners with authentic language data and includes the learners to realise grammar rules without any form of explicit explanation. It is believed that the rule will become evident if the students are given enough appropriate examples. For example, in order to present the two forms ’this is ‘and ‘these are’,the teacher will first hold up a pencil ,saying ‘This is a pencil.’Then writing this sentence. He/She will do the same showing other objects, Then the teacher holds up several pencils and says ’These are pencils.’After several similar examples, it is hoped students will understand that ‘these are’ is used with plural forms of nouns, then are invited to apply the newly presented structure to produce sentences with given visual aids or verb prompts. The teacher tries to say nothing except to correct when necessary. Finally, but optionally the teacher may elicit the grammar rule from the students. Ⅱ.Ⅲ.. The Guided Discovery MethodThe guided discovery method is similar to the inductive method in that the students are induced to discovery rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly. There are two key theoretical issues related to this method: the role of explicit knowledge in language learning and the value of discovery as a general method of learning.In the guided discovery method, students are presented with contextualized scenarios illustrating a specificstructure. Students are guided to discover the underlying rule of the structure as well as it meaning in context followed by explicit teaching and learning of the target structure. For example, in teaching the ’General question-Is this your pencil?’structure ,the teacher designs a situation ’Find the owner’ and ask the students to guess who’s object.T:Look,what’s this in English?Ss: It’s a pen.T: Is it your pen?Ss: No, it isn’t. It’s yours.Having said this the teacher writes the sentence on the blackboard. Then the teacher continues with more contextualised examples. More sentences are written on the blackboard. With the next few examples, the teacher can pause to wait for the students to produce the target structure and write them again on the blackboard. After this, the teacher draws students’ attention to the structure and lets students discovery the rules of the key structure as well as its meaning. The teacher then highlights the structure with colored chalks on the blackboard followed by students’ practice of it withsome prompts provided.Whatever methods you use, we should reminds that the presentation should not take longer than five minutes. Ⅲ.Grammar PracticeIt is widely believed that practice is of vital importance in the teaching and learning of grammar. But what kind of practice is most effective？How can practice be conducted in a language classroom? Grammar practice is usually divided into two categories, mechanical practice and meaningful/communicative practice.Ⅲ.Ⅰ.Mechanical practiceMechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice.In substitution drills, the students substitute a part in a structure so that they get to know how that part functions in the sentence. Sometimes certain prompts are given .Below is an example.Substitute the underlined part with the proper formsof the given words.This is my sister.These are my parents.In this exercise ,the students are expected to produce sentences like:This is my brother. These are my brothers.This is my friend. These are my friends.This is my classmate. These are my classmates. When doing substitution drills, the students also need to change the forms of the given prompts, for example, from ’brother’ to ‘brothers’ and form ’friend’to ‘friends’.It is believed that substitution drills that involve changes in forms are more effective than those in which students simply replace the target part with another word.In transformation drills ,the students change a given structure in a way so that they are exposed to anothersimilar structure. This type of exercise also helps the students have a deeper understanding of how the structures are formed and how they are used. Below is an example of transformation drills.In this exercise, students are supposed to produce sentences like:Last year he was 9 years old.We had Chinese and music yesterday.She went to school at seven this morning.Ⅲ.Ⅱ.Meaningful practiceIn meaning practice the focus is on the production, comprehension or exchange of meaning though the students ‘keep an eye on’the way newly learned structures are used in the process. Meaningful practice usually comes after mechanical practice.Look at the table below. Rank the items on the left column according to the criteria listed on the top.In this activity, students will look at the information given and come up with sentences like:A: I think beer is cheaper than fruit.B: No, no, i think fruit is cheaper than beer. Obviously there is no correct or wrong answer in this task. All depends on the students’ experience and the actual local commodity prices. Engaged in such an activity, students practise the target structure while negotiating meaning.Ⅲ.Ⅲ. Using Prompts for PracticeUsing prompts has also proved to be an effective way of grammar practice,the prompts can be pictures, mimes, tables, charts or key words. Practice based on prompts is usually considered as meaningful practice;a)Usingpicture prompts ,students are asked to produce sentences based on the pictures provided; b)using mimes or gestures as prompts, the teacher can invite students to ask questions like ’What were you doing at 6 o’clock yesterday?’or ‘What do you like to do in your spare time?’ ect. Instead of answering the question directly, the teacher will act out the answers by miming and then invite students to guess the answers; c)Using information sheet as prompts, students produce language according to information provided in the table;d)Using key phrases or keywords as prompts, students are asked to produce language based on the given pictures and key words(phrases);e)Using chained phrases for storytelling, students try to tell a story based on given prompts; f)Using created situations, in classroom situation, it is very difficult to find a real need and real purpose for genuine communication in English among the students. However, teachers can create a situation for the students to practise the language in a communicative way.Ⅳ.ConclusionThe value of teaching grammar has been a focus of debatefor quite some time. Perhaps there will never be a solution to the debate because language teaching and learning contexts vary so greatly. Generally speaking, Chinese learners learning English as a foreign language need a certain degree of mastery of English grammar.References:[1]Brown,H,D.(1994a).Principles of Language Learning and Teaching. Englewood C LIFFS:N.J.:Prentice Hall.[2]Celce-Murcia,M(1991).Grammar pedagogy in second and foreign language teaching. TESOL Quarterly 25(3),459-480.[3]Ellis,R. (2002a). The place of grammar instruction in the second/foreign language curriculum. In Hinkel, E.&S. Fotos (2002) (Eds.) New Perspectives on Grammar Teaching in Second Language Classrooms.(pp.17-34)Mahwah, New Jersey:Lawrence Erlbaum Associates,Inc.[4]Richards,J.(1994).R eflective Teaching in Second Language Classroom.Cambridge：Cambridge University Press.[5]Ur.P.(1988)Grammar Practice Activities:A practicalguided for teachers.Cambridge:Cambridge University Press.。
Teaching Grammar 语法教学 ppt课件
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8.Knowing grammar is not enough for real communication.
9.An inadequate knowledge of grammar would severely constrain the capacity for communication.
using a foreign language?
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I. The importance of grammar
English grammar is the core of English language. Without grammar English language cannot be well constructed.
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1. How grammar is currently taught
• Task 1
•Read the following statements about grammar in English learning and decide if you agree with them or not.When you have finished, compare your results with your partner. Try to give reasons for your decisions.
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The Assumptions about grammar in language learning
1.Students need to be given detailed grammar rules if they want to learn a foreign language successfully.
中学英语学法Unit 6 Teaching Grammar
• What are the advantages and disadvantage of mechanical practice?
学到很多东西的诀窍，就是一下子
19
不要学很多。 ------ 洛 克
Meaningful practice
more effective in that(=because) students
discover the grammar rules themselves
while engage学d到i很不n多要东学la西很n的多诀g。窍u--，--a-就-g洛是e克一下u子se.
10
• In practice, the distinction between the deductive method and the inductive method is not always apparent.
学到很多东西的诀窍，就是一下子
12
不要学很多。 ------ 洛 克
Ur predicts that the following 6 factors contribute to successful practice:
Pre-learning. Learners benefit from clear perception and short-term memory of the new language.
学到很多东西的诀窍，就是一下子
13
不要学很多。 ------ 洛 克
Heterogeneity. Practice should be able to elicit different sentences and generate different levels of answers from different learners.
Teaching Grammar
The presentation of meaning and use should take place in some contexts. For example, when teaching the modal verb can, you can invent a story like this: A group of students went on an outing. Unfortunately, their car crashed. Most of them were injured. Thus Jane can`t walk. Lucy can`t play tennis, etc. But Tom is lucky. He was not injured. So he can do what he wants as usual.
Example 2: T: A male chauvinist doesn`t help with the washing-up. What else doesn`t he do? S1: He doesn`t approve of women going out to work.
S2: He doesn`t … e. Teacher assistance: The teacher has to give students extra time to reread or think; simply or repeat a text to facilitate comprehension; encourage students to produce the whole message; provide suggestions, hints or prompts… f. Interest: topic; visual aids; open-endedness; information gap; personalization; pleasurable tension; entertainment; play- acting…
UNIT 7 teaching grammar
Substitution drills :
• The students substitute a part in a structure so that they get to know how that part functions in a sentence. Substitution drills that involve changes in forms are more effective than those in which students simply replace the target part with another word. Give an example to show this. p109
The presentation should not take longer than five minutes.---Ur 1996
• • • • • A synthesis approach: four demands Collocational (relations) Constructive (bit by bit) Contextual contrastive
True or False (Task 1)
•
1. Students need to be given detailed grammar rules if they want to learn a foreign language successfully 2. Children do not learn grammar rules when they acquire their L1, so they don’t need them either when learning a foreign language. (environment or input) 3. If students get enough chance to practice using a foreign language, they do not need to learn grammar. (accuracy)
英语教学法第七单元Teaching-grammar
Presentation知 Practice练 Production用
Understanding Accuracy Use and Fluency
(1)presentation
The teacher introduces new language in particular communicative situations, focusing on its meaning, form and on its function.The emphasis at this stage is on meaning and form.
Hinkel and Fotos, 2002)
Most research has agreed that there is a positive role of instruction for grammar learning.
Grammar teaching “can enhance learner proficiency and accuracy and facilitate the internalization of its syntactic system.
Aims of the unit:
1.The role of grammar in ELT 2.Grammar presentation methods 3.Grammar practice
The role of grammar in ELT
The value of grammar in foreign language teaching has been a focus of debate for decades, and no conclusion is in sight.
高职《英语教学论》课程标准
高职《英语教学论》课程标准一、课程说明《英语教学论》课程标准课程编码：承担单位：制定：制定日期：审核：审核日期：批准：批准日期：1、课程性质：本门课程是职业学院英语教育专业的一门专业必修课。
2、课程任务：主要针对小学英语教学岗位开设，主要任务是培养学生在小学英语教学岗位的教育教学能力，要求学生掌握英语语言教学中使用的方法和技巧，并了解其理论依据；提高学生对语言教学原则、教学规律的理解，并且引导学生将这些原则应用于教学中，使其能够胜任未来的小学英语教学工作。
3、课程衔接：在课程设置上，前导课程有基础英语、教育学、心理学，后续课程有英语教学实训、教学实习。
二、学习目标通过本门课程的学习，学生应熟练掌握英语教学的基本理论和基本方法，并能针对小学英语课堂教学实际，将英语教学理论与小学教学实践相结合，从而培养学生对小学英语教学实践的认识、思考、判断、分析、设计和研究能力。
具体目标分述如下：1、知识和技能目标：（1）了解语言与语言学习的基本概念；（2）理解英语教学的主要理论；（3）掌握英语教学设计的一般方法；（4）掌握英语课堂教学过程与教学效果的评价方法。
2、能力目标：（1）能够正确描述教学目标、重点与难点，分析教学内容，并能根据学生特点和教学条件设计有效的英语教学活动；（2）积极开展英语课堂教学微技能整合，探索英语教学的有效途径；（3）能利用所学技能进行教学设计；（4）能利用所学方法与技巧进行英语教学演示。
3、思想政治素养目标：（1）能够认识到教学能力是英语教师专业素质的必要组成部分；（2）能够认识到科学教学方法的有效应用对于优化教学过程，培养创新型人才的重要作用；（3）具有不断学习新知识和探索新理论以完善自身素质结构的意识与态度。
三、课程设计本课程以职业能力目标为载体，根据小学英语教学岗位工作任务要求，确定学习目标及学习任务内容；本课程采取行动导向项目教学教学模式，以学生为主体、以培养学生课堂教学能力为导向组织教学考核。
Teaching Grammar(2013更新) 2
Grammar Teaching in China
However, the grammar translation method does not allow students to use the grammar structures to communicate confidently (as many Chinese teachers will admit!) It also results in uninteresting classes and therefore unmotivated students who learn less because they are bored. Middle school teachers need new methods of presenting grammar in an interesting and active way, which improve their students’ fluency and accuracy at the same time. They need to be reassured that grammar teaching is still an important part of communicative teaching.
Golden Rules for Grammar Teaching
1 – Make the students interested 2 – Give lots of examples 3 – Drill the new structure 4 – Personalise the language 5 – Let students guess the rules 6 – Involve students 7 – Use simple language 8 – Let students practise
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Drawbacks
1.Can make students passive. Because they just listen. Its easy for students to forget the rules. As they weren’t actively involved in working them out. 2 There is a lot of “teacher talk”, and little “student talk” young learners, may feel dull and react negatively 3 It teaches grammar in an isolated way. Little attention is paid to meaning Practice is often mechanical
How to teach grammar?
Task
• Benefits and drawbacks of the deductive and the inductive method
How to teach grammar?
Task
Deductive Grammar Teaching
Benefits
表示假设条件的虚拟语气
• 1. 表示将来的假设，其构成是
条件从句 主句 动词过去式/should+动词 Would/should/coul 原形/were to+动词原形 d/might+ 动词原形
表示假设条件的虚拟语气
• 1. 表示将来的假设，其构成是
条件从句 主句 动词过去式/should+动词 Would/should/coul 原形/were to+动词原形 d/might+ 动词原形
How to teach grammar?
Task • Watch two extracts from lessons in which the teacher is trying to teach a new structure. The structure being taught is the same. Try to answer the following questions: • What is the difference between them? • Which one is more familiar to you? • What are the benefits of each style?
Thank you !
How to teach grammar?
Definition
Deductive
Starts with the presentation of a rule and is followed by examples in which the rule is applied
Inductive
Starts with some examples from which a rule is inferred
How to teach grammar?
Discussion
Read the following assumptions about grammar in English learning and teaching. Decide if you agree with them or not. Choose one and try to give reasons for your decisions.
2.Can be time-saving, It is direct good for selected and motivate students 3 This style has been traditionally used in China for a long time, Students are used to it, Furthermore, it can increase student’s confidence in exams
How to teach grammar?
Warming up
The definition of grammar Grammar is generally thought to be a set of rules for choosing words and putting words together to make sense.
主句
Would/should/coul d/might+动词原形 动词原形
Would/should/coul d/might+ have+done Would/should/coul 表示将来 动词过去式 /should+动词原 d/might+ 动词原形 动词原 的假设 形/were to+动 动 词原形
How to teach grammar?
Task
Benefits
Inductive Grammar Teaching
Drawbacks
It may be more demanding on the teacher to produce enough contexts and examples for the students’ needs. Preparing adequate questions to guide the students in their process of discovery also demands much teaching skills. Students have no patience in working them out for themselves. This style of grammar learning might not suit the students who are preparing for exams. The process can be much more time consuming, as students may need more time and many more contexts and examples before they can work out rules for themselves.
表示假设条件的虚拟语气
• 1. 表示现在的假设，其构成是
表示假设条件的虚拟语气
• 1. 表示现在的假设，其构成是 条件从句 主句 动词过去式（be动 Would/should/coul 词多用were） d/might+动词原形
表示假设条件的虚拟语气
• 1. 表示现在的假设，其构成是 条件从句 主句 动词过去式（be动 Would/should/coul 词多用were） d/might+动词原形 • If I were you, I should do that. • We would go with you, if we had time. • If he were here, it could be done.
Students discover the grammar rules themselves while engaged in language use.
The students have been much more involved in the discovery process This is a life skill leading to independent learning.
• If anyone set me free, I would make him very rich. • If it were to snow tomorrow, they wouldn’t go for an outing.
条件从句 表示现在 动词过去式 （be动词多用 动词多用 的假设 were） ） 过去分词 表示过去 Had+过去分词 的假设
表示假设条件的虚拟语气
• 1. 表示过去的假设，其构成是
表示假设条件的虚拟语气
• 1. 表示过去的假设，其构成是 条件从句 主句 Had+过 去分词 Would/should/could/might+ have+过去分词
表示假设条件的虚拟语气
• 1. 表示过去的假设，其构成是 条件从句 主句 Had+过 去分词 Would/should/could/might+ have+过去分词
Remember the structure and their usage better
How to teach grammar?
Tips
• • • •
The grammar point being taught. The learning style of the students. The language level of the students The students’ personalities.
• If I had seen you yesterday, I would have asked you about it. • If he had been there last night, it wouldn’t have happened.
表示假设条件的虚拟语气
• 1. 表示将来的假设，其构成是
How to teach grammar?
Task
Traditional way of grammar teaching:
to learn about the grammar rules, to study a few examples, to do some written grammar exercises